The Resourceful Adolescent Program (RAP) was developed to build resilience and promote positive mental health in teenagers. The program specifically aims to prevent teenage depression and related difficulties. Approximately one in five teenagers will develop depression during the course of their teenage years which could severely hamper their development and future prospects. RAP aims to increase the psychological resilience or resourcefulness of young people and draws on research of successful treatments for adolescent depression and the known psychosocial risk and protective factors at the individual, family and school level. The Resourceful Adolescent Program consists of three components that promote the individual, family and school protective factors respectively: RAP-A for adolescents, RAP-P for parents, and RAP-T for teachers. IN RAP-A SESSIONS ARE FOCUSED ON:. The recognition and affirmation of existing strengths and resources.
See All 12 Rows On Www.rap.qut.edu.au
Promoting self-management and self-regulation skills in the face of stress. Cognitive restructuring. Creating a personal problem solving model. Building and accessing psychological support networks. Considering the other's perspective. Keeping and making the peace. RAP-P FOCUSES ON:.Recognition of strengths.
Managing stress and promoting affect regulation. Understanding adolescents. Promoting family harmony and managing conflict. RAP-T FOCUSES ON:. The recognition and affirmation of existing strengths and resources.
Understanding the vital role of school connectedness and teachers in adolescent wellbeing. Promoting self-management and self-regulation skills in the face of stress. Promotion of School Connectedness.
In the traditional RAP-A there are eleven group sessions, conducted weekly for between 40 and 50 minutes during school class time, with one facilitator per group. The recommended group size is 15 participants, although many schools run it in regular class groups. RAP-A and P have also been run in a camp format. The parent program, RAP-P, consists of three, 2 ½ hour sessions run weekly in groups of up to 16 parents. RAP-P also has a flexible delivery format in the form of workbooks designed for parents to work through in their own time. RAP–P has also been delivered very successfully with individual families where adolescents are at very high risk for self-harm (Pineda and Dadds, 2013).
The school connectedness program, RAP-T, consists of three, 3 hour sessions designed to be delivered on the student free days at the beginning of the first three terms. In between sessions, teachers receive weekly newsletters which act as a form of “continual refreshment” of the ideas from the workshops. There are three 90 minute optional workshops delivered in the second year as refreshers. RAP-A PARTICIPANT'S WORKBOOK: The RAP-A Workbook comprises all of the activities and information required for the program's individual and group activities. A Participant Workbook is required for each adolescent to write in, and keep at the end of the program. RAP-P PARTICIPANT'S WORKBOOK: This workbook contains activities and information for parents who complete the Resourceful Adolescent Program for Parents. The booklet is designed for parents to write down their thoughts, and becomes a take home resource.
A Participant Workbook must be provided to each participant. The RESOURCEFUL ADOLESCENT PARENT PROGRAM; STANDALONE WORKBOOKS: This is a series of six workbooks that allow parents to work through the RAP Program at their own pace in their own home. RAP-T PARTICIPANT'S WORKBOOK: A Participant Workbook is required for each teacher to write in, and keep at the end of the program. The RAP-T Workbook comprises all of the exercises required for the program's individual and group activities. Evaluation & evidence. Evaluations (using mixed methods) have found that that the program impacted significantly on participants’ wellbeing and resilience.
Efficacy and effectiveness of RAP-A have been supported through several randomised controlled trials that statistically analyse intervention effects and clinical significance. In summary, the trials suggest we can be confident about RAP-A’s efficacy in the short and medium term (even better than placebo). There is also evidence of effectiveness, but effects are smaller and dilute to some extent at follow up. There appears to be no additional benefits of adding the parent component to the adolescent component with regard to quantifiable impact on depressive symptoms.
Autocad 2014 mavericks keygenguru. The RAP program appears to deliver some population health benefit in preventing depressive symptoms when utilising sustainable local resources. Qualitative responses suggest a range of positive adjustment outcomes (such as anger management) not measured in the quantitative outcome studies to date.
RAP-A GROUP LEADER'S MANUAL: The manual has been designed to provide detailed information about the content of each of the eleven sessions. In addition, the manual describes each of the activities used to demonstrate the concepts being introduced throughout RAP-A. Each session begins by outlining the resource requirements, and ends with a copy of the pages in the Participant Workbook. A Supplementary DVD with activities to be used throughout the programs is provided. RAP-A INDIGENOUS SUPPLEMENT: The RAP-A Indigenous supplement has been designed to provide guidelines for the adaptation and implementation of the RAP Program for indigenous adolescents. It describes a variety of adaptations that have been made to RAP-A to make it more suitable for indigenous teenagers. RAP-P GROUP LEADER'S MANUAL: The RAP-P Group Leader's Manual describes a number of interventions for parents that are designed to assist them to navigate their children's adolescent years with increased family closeness and reduced conflict.
A Supplementary DVD with material to be used in session one is provided. PowerPoint slides are also provided. The INDIGENOUS PARENT PROGRAM (Group Leader Manual and Video): RAP-P has been adapted for use in Indigenous communities. This program does not require a participant workbook; rather it uses a video to stimulate discussion. RAP-T GROUP LEADER'S MANUAL AND SUPPLEMENTARY CD: This manual describes the theoretical basis of the program, guidelines for facilitation and detailed information about the content of each of the six sessions. The supplementary CD includes a colour flyer to promote the workshops to teachers, 20 newsletters which can be personalised to include the name of the school and information about upcoming workshops and an orientation flyer for teachers who arrive at the school after workshops have been completed.
It also includes the PowerPoint Presentation needed to deliver the workshops. RAP-T RESOURCE MANUAL; GET WISE: This manual provides ideas for teachers to help promote school connectedness. It has been designed for teachers to get easy, quick access for ideas on different ways of promoting school connectedness as part of their everyday lessons in the classroom as well as all other interactions with students. The manual has been divided into three major areas: Get WISE in the School, Get WISE in the Curriculum, and Games and Activities. RAP is readily scalable, consisting of a Group Leader's Manual and Participant's Workbook.
There is a well-developed training program for new facilitators. There are qualified trainers in various locations in Australia and overseas.
There is an accreditation policy and an infrastructure situated at Queensland University of Technology. RAP-A has been adapted for many different contexts. RAP camps have been delivered and RAP-A has been adapted for use with students with ASD.
There is a supplement for adapting both RAP-A and RAP-P for Indigenous populations. There are also a number of adult versions of RAP, one for adults in the workplace, another for police and one for Indigenous Job Seekers.
OVERVIEW The Resourceful Adolescent Program is a school-based, eleven-session intervention program aimed at preventing depression in adolescents. Through group treatment aimed at Year 9 adolescents, sessions use a combination of approaches, including cognitive-behavioral therapy and addressing interpersonal risk and protective factors for depression. A parallel program for adults, consisting of three sessions, is also in place to address severe family conflict as a risk factor, as well as the protective factors of warm and responsive parent-adolescent relationships. An evaluation of the program found that there were significant positive impacts on lowering depression immediately following the intervention program. While depression scores remained slightly lower through the 18-month follow-up, the small, continuing positive impacts were only statistically significant according to one of the two measures of depression (Reynolds Adolescent Depression Scale and not the Beck Depression Inventory). DESCRIPTION OF PROGRAM Target Population: Early to late adolescents The intervention consists of having adolescents participate in eleven weekly group treatment sessions (designed to be composed of 8 to 12 student participants per group), conducted by teachers for 40 to 50 minutes during school class time. Sessions 1 through 7 are based on cognitive-behavioral therapy approaches (including establishing rapport, affirmation of existing strengths, promoting self-management and self-calming skills in the face of stress, cognitive restructuring, and problem solving), while sessions 8 through 10 are focused on addressing interpersonal risk and protective factors in adolescent development (including building and accessing psychological support networks, and interpersonal components designed to promote family harmony and avoid escalation of conflict).
Session 11 consists of a summary and termination of the program. During the interpersonal component of the intervention, perspective taking, role transitions during adolescence, and skills for broadening social support and promoting harmony/avoiding conflict are emphasized. Parents also participate in three group-based sessions held at three-week intervals during the eleven-week period of the adolescent program. Each session lasts for three hours and is designed to focus on the risk factor presented by severe family conflict and the promotion of protective factors through warm and responsive parent-adolescent relationships. Specifics of the sessions include identifying existing parental strengths, identifying and managing stress to encourage more effective and calm parenting (session 1), providing information on normal adolescent development, strategies for promoting adolescent self-esteem, balancing issues with attachment and independence (session 2), and providing strategies to manage conflict and promote family harmony (session 3).
Each component of the Resourceful Adolescent Program has its own separately priced materials, but for the adolescent and parent programs discussed above, both have group leader’s manuals priced at $68 each and participant workbooks for $15 each. EVALUATION(S) OF PROGRAM Evaluated population: 540 Year 10 and Year 9 (ages 13 and 14) students from two different schools (selected due to the ethnicity of nearly all students being either Pakeha or Maori) in Auckland, New Zealand were recruited for the study, with 392 agreeing to participate and returning written consent forms. To be included in the study, students had to both return the consent form and be able to speak English. Participants were not significantly different at baseline. The majority of students were ethnically Pakeha (60% and 58% – intervention and placebo) or Maori (25% and 30%).
Approach: Participating students were randomly assigned to either the intervention (RAP- Kiwi, N=192) or control group (placebo, N=172). Control conditions consisted of students engaging in a program that emphasized having fun, rather than actually preventing depression. Students in the placebo had weekly group meetings with a supportive adult that allowed them to take time away from regular classes. Activities for this condition were focused around arts and crafts rather than cognitive-behavioral therapy techniques. The intervention was adapted to be applicable to New Zealand adolescents, and materials were provided in English and Maori. To measure the effectiveness of the intervention, the Beck Depression Inventory II (BDI-II) and the Reynolds Adolescent Depression Scale (RADS) were used to indicate levels of depression in students.
Both measures were administered, and data were collected, at baseline, immediately following the conclusion of the intervention, and at 6, 12, and 18 month follow-ups. Results: Immediately following the intervention, a significant reduction in depression scores was found for students in the intervention group, on both measures of depression. For the follow-up periods, depression scores were significantly lower across all time points for intervention group students (than those in the placebo group), but only on the RADS measure. This demonstrated a small, significant impact. SOURCES FOR MORE INFORMATION References Merry, S., McDowell, H., Wild, C.J., Bir, J., & Cunliffe, R.
A randomized placebo-controlled trial of a school-based depression prevention program. Journal of the American Academy of Child Adolescent Psychiatry, 43(5), 538-547 Website: KEYWORDS: Adolescents, Middle School, High School, Males and Females, School-based, Cost Information is Available, Manual is Available, Counseling/Therapy, Parent or Family Component, Depression/Mood Disorders, Parent-Child Relationship Program information last updated 7/21/11.
RAP-A was developed to meet the need for a universal resilience building program for teenagers which could be readily implemented in a school setting. A universal program targets all teenagers in a particular grade as opposed to those at higher risk for depression (indicated or selective approaches) or a treatment group. It is easier to recruit and engage adolescents in a universal approach where students do not face the risk of stigmatisation by being singled out for intervention.
The Resourceful Adolescent Program (RAP: Shochet, Holland & Whitefield, 1997) was developed to meet this need. RAP-A is a positively focused program that consists of 11 sessions of approximately 50 minutes duration. The program is run with groups of adolescents varying in size from 8 to 16 students, usually as an integral part of the school curriculum (from grades 7 to 10).
RAP-A attempts to integrate both cognitive-behavioural and interpersonal approaches to improve coping skills and build resilience to promote positive development. Program Content The RAP-A Program draws on the metaphor in the children's story of the 'Three Little Pigs' in which only the house made of bricks withstood the attacks of the Big Bad Wolf. Each week participating adolescents develop their own personal 'RAP-A house' by laying down different personal resource bricks (e.g.
'Personal Strength Bricks', 'Keeping Calm Bricks', 'Problem Solving Bricks'), as the program unfolds. The cognitive-behavioural component provides the techniques of keeping calm, cognitive restructuring and problem solving. The interpersonal component stresses the importance of promoting harmony and dealing with conflict and role disputes by developing an understanding of the perspective of others.
We evaluated 12 cases in which we used hyaluronic acid solution injection for stopping bleeding. There was no clinical evidence of renewed bleeding in 11 cases during follow up. Immediately following hyaluronic acid solution injection, bleeding was controlled in 11 out of 12 cases. Hyaluronic acid solution injection can be a simple and efficient additional method for controlling upper and lower gastrointestinal bleeding after failed endoscopic therapy. ![Manual lymphatic drainage vodder Manual lymphatic drainage vodder](/uploads/1/2/3/7/123786836/126987996.jpg)
![Manual lymphatic drainage vodder Manual lymphatic drainage vodder](/uploads/1/2/3/7/123786836/126987996.jpg)
The common thread that runs through the program is the teaching of techniques to maintain self-esteem in the face of a variety of stressors. In the traditional RAP-A there are eleven group sessions, conducted weekly for between 40 and 50 minutes during school class time, with one facilitator per group. However, some collapsing of sessions if longer periods of time are available is possible (for example, six sessions of one and a half hours). Sessions are focussed around seven major areas:. the recognition and affirmation of existing strengths and resources. promoting self-management and self-regulation skills in the face of stress. cognitive restructuring.
creating a personal problem solving model. building and accessing psychological support networks. Serial keygen free. considering the other's perspective. keeping and making the peace The content and process of each session of the program is specified in a Group Leader's Manual - 2nd Edition (Shochet & Wurfl, 2015).
![The The](/uploads/1/2/3/7/123786836/148422386.jpg)
Participant workbooks - 2nd Edition (Shochet & Wurfl, 2015) are provided to each student in the program. Click to see a table showing the titles and main aims of each of the sessions in the RAP-A Program. Research Careful evaluation, including controlled trials, has shown RAP-A to be a successful preventive intervention for adolescent depression.
For summaries of some of the major trials please see. For copies of reprints of publications, please email. Implementing the Program Selecting Group Leaders Who is eligible? The role of group leader is critical to the effectiveness of the RAP program. Group leaders need to be educational or mental health workers with specific training in the facilitation of RAP-A groups. The following people may be suitable for facilitating the RAP-A program.
Resourceful Adolescent Program
Psychologists/ Social workers / Occupational therapists / Psychiatrists / Mental Health Nurses. School counsellors/ Guidance officers/Chaplains. Teachers.
Community workers Training events are offered at regular intervals in Brisbane and Sydney, and throughout Australia on request. Individual or small group Skype training is available for overeas consumers. See for details of upcoming courses.
The RAP team travels to alternative locations to provide training. To date, the team has travelled to all Australian states and territories, as well as to New Zealand, South Africa, Korea, the U.S.A. And parts of Europe to provide training. See for information on how to access training Group Participants and Size The RAP program has been designed for adolescents aged 12-16.
Small group sizes (up to 15 participants) are optimal when implementing the RAP program. This helps students to form good connections with other group members and the adult facilitator. It is the belief of the RAP researchers that the small groups contribute a great deal to the success of the RAP Program. RAP-A Resources RAP-A Group Leader's Manual This 139-page manual has been designed to provide detailed information about the content of each of the eleven sessions. In addition, the manual describes each of the activities used to demonstrate the concepts being introduced throughout RAP-A. Each session begins by outlining the resource requirements, and ends with a copy of the hand-outs.
Found in the Participant Workbook. RAP-A Participant's Workbook The RAP-A Workbook comprises all of the activities and information required for the program's individual and group activities. A Participant Workbook is required for each adolescent to write in, and keep at the end of the program. (75 pages) Supplementary DVD With the purchase of a RAP-A or RAP-P Group Leader Manual, a Supplementary DVD is provided.
This DVD provides supplementary material to be used in activities throughout the programs. RAP-A Indigenous Supplement The RAP-A Indigenous supplement has been designed to provide guidelines for the Adaptation and implementation of the RAP Program for indigenous adolescents. It describes a variety of adaptations that have been made to RAP-A to make it more suitable for indigenous teenagers. Sessions, key messages and aims in the Resourceful Adolescent Program (RAP-A) Session Key Message Goals 1.
Getting to know you We're interested in you! Let's work together as a team. Establish rapport and build trust between group members and group facilitator. Building self-esteem I'm OK. I'm building on my strengths.
Introduction to program elements and concepts of self-esteem and personal strengths explored. Introduction to the RAP model Our body clues and our self-talk affect the way we feel and behave. Links between behaviour, body clues, self-talk and emotions are explored, concepts of ‘risky’ and ‘resourceful’ responses are introduced. Keeping calm Be a detective. Find your body clues and keep calm.
Detailed exploration of body signals related to positive and negative feelings, strategies to relax and manage stress and anger are explored. Self-talk I am what I think.
Exploration of how thoughts affect feelings and behaviour; the skills of cognitive restructuring. Thinking resourcefully You can change your thinking. Continues session 5 with a focus on challenging risky negative thoughts and promoting positive self-talk. Finding solutions to problems There are solutions to my problems.
Outlining of a problem solving model and applying it to interpersonal situations. Identifying and accessing support networks There is always help at hand. Identification and development of a social support network for good times and bad times. Considering the other person's perspective There are two sides to every story.
Take time out, stop and think. Developing skills to identify the body clues, self-talk and emotions that the other person might be experiencing in interpersonal situations.
Keeping the peace and making the peace Keep the peace and make the peace. Strategies to prevent or manage conflict or to move on from conflict situations. Putting it all together Being a resourceful adolescent really works! Let's celebrate. Review of program content, termination and celebration.
One randomized controlled trial and two quasi-experimental investigations of RAP-A were identified. The results from these studies are mixed. For the outcome of depression, one study found sustained treatment effects, one found immediate but not sustained treatment effects, and one found no treatment effects. For hopelessness, one study found sustained treatment effects, while another found immediate but not sustained effects. Two studies found treatment effects for coping. One study reported effects immediately post-intervention and at a 6-month follow-up, and the other showed a sleeper effect at 3-years post-intervention. The mixed results may be due to differences in implementation.
In the investigation with the most sustained results, psychologists implemented the program. In the investigation with the less consistent results, teachers implemented the program.
This program uses cognitive behavioral and interpersonal approaches to assist with increasing participants' coping skills and abilities to develop resilience. Seven major topic areas are covered during class sessions:. Acknowledge and support one's strengths and resources;. Utilize self-management and self-regulation skills during times of stress;. Practice cognitive restructuring;. Develop a personal problem-solving model;. Create and utilize a psychological support system;.
Reflect upon other people's viewpoints; and. Create and maintain harmony and calm. The program is best implemented in small groups of 8 to 16 students per group.
A Group Leader's Manual is provided to assist with program implementation, and each adolescent receives a participant workbook. Group leaders should be in the educational or mental health field (e.g., psychologists, social workers, occupational therapists, psychiatrists, mental health nurses, school counselors, chaplains, teachers, community workers). Programs are also available for parents (RAP-P).
and for teachers (RAP-T). of adolescents.
These programs can be implemented concurrently or independently. Separate Fact Sheets are available for these programs. Group leaders should be mental health workers or in the field of education. A 1-day training session is required to facilitate RAP-A groups. Regular training sessions are offered in Brisbane and Sydney and by request throughout Australia. The RAP training team will travel to various locations based on the number of requests received. Past training participants have found it helpful to also attend the 1-day Resourceful Adolescent Program for Parents (RAP-P) training course.
Participants attending the RAP-A and RAP-P training courses receive a discount and are given priority over those registering for one training course. Costs per participant for regularly scheduled trainings are $320 to $370 for RAP-A and $590 to $690 for RAP-A and RAP-P combined. For more information on training, please visit. H., & Dadds, M. Training school personnel to implement a universal school-based prevention of depression program under real-world conditions.
Journal of School Psychology, 42, 343-357. Rivet-Duval, E., Heriot, S., & Hunt, C. Preventing adolescent depression in Mauritius: A universal school-based program. Child and Adolescent Mental Health, 16, 86-91. M., Dadds, M. R., Holland, D., Whitefield, K., Harnett, P.
![Rows Rows](/uploads/1/2/3/7/123786836/656111289.jpg)
H., & Osgarby, S. The efficacy of a universal school-based program to prevent adolescent depression. Journal of Clinical Child Psychology, 30, 303-315.
Shochet, I., Montague, R., Smith, C., & Dadds, M. A qualitative investigation of adolescents' perceived mechanisms of change from a universal school-based depression prevention program. International Journal of Environmental Research and Public Health, 11, 5541-5554. Doi:10.3390/ijerph110505541 Taylor, J. A., Phillips, R., Cook, E., Georgiou, L., Stallard, P., & Sayal, K.
A qualitative process evaluation of classroom-based cognitive behaviour therapy to reduce adolescent depression. International Journal of Environmental Research and Public Health, 11, 5951-5969.